The SAGE Handbook of School Organization presents a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights the dynamics and interplay of the political, social, historical and cultural contexts of the field. This volume is designed to provide a much-needed critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organizations operate. Part I: Schools as organizations; Part II: The leadership, management and governance of schools as organizations; Part III: Theoretical perspectives on schools as organizations; Part IV: Organizing in schools; and Part V: Researching schools as organizations.

Chapter 22: Understanding Schools as Organizations and the Role of Organized Teachers: Perspectives on Teachers’ Work and Teacher Unions

Understanding Schools as Organizations and the Role of Organized Teachers: Perspectives on Teachers’ Work and Teacher Unions
Understanding Schools as Organizations and the Role of Organized Teachers: Perspectives on Teachers' Work and Teacher Unions
Howard Stevenson
Introduction

Approaching educational institutions as organizations allows for a much more sophisticated appreciation of what it means to work and study in such institutions. Within the educational leadership and management literature in particular there is a tendency to see schools and colleges as relatively uncomplicated institutions, free from the messiness and conflicts that many people experience as common and even ordinary in their workplaces. One particular feature of this approach is to make invisible the organizations that in many contexts represent a majority of the workforce in ...

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